Creativity outside School: The Influence of Family Background, Perceived Parenting, and After-School Activity on Creativity

Autor/inn/en	Liang, Qianlin; Niu, Weihua; Cheng, Li; Qin, Kexin
Titel	Creativity outside School: The Influence of Family Background, Perceived Parenting, and After-School Activity on Creativity
Quelle	In: Journal of Creative Behavior, 56 (2022) 1, S.138-157 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liang, Qianlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.521
Schlagwörter	Creativity; Family Characteristics; Family Influence; Child Rearing; After School Programs; Creative Development; Children; Early Adolescents; Foreign Countries; Academic Achievement; Socioeconomic Status; Age Differences; China + Suchen Sie Ihr Suchwort? Kreativität; Kindererziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Child; Kind; Kinder; Ausland; Schulleistung; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied
Abstract	The present research involved two studies that investigated the creativity development of Chinese children and young adolescents (9-14 years old). It was hypothesized that family socio-economic status (SES), perceived parenting (e.g., parental autonomy support, involvement, and overcontrol), and after-school activities contribute to the development of creativity. Study 1 showed that self-rated creativity (mini-c) was positively associated with children's perceived parenting and SES, whereas expert-rated creativity (little-c) and teachers' rated creativity was positively associated with academic achievement. Study 2 replicated and expanded Study 1 by involving a larger sample and adding factors from the parents' perspective and new measurements of creativity. Study 2 found that children's perceived parenting and SES were the most significant contributors to the mini-c, followed by age. In terms of little-c, the most significant contributor was children's age, followed by children's perceived parenting and SES. Moreover, participation in after-school activities played a critical role in the development of creativity, as represented by both little-c and mini-c. The implications of this study are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01